CREATIVITY AND INNOVATION RUBRIC

1 CREATIVITY AND INNOVATION RUBRIC GRADES K-2 CATALINA FOOTHILLS SCHOOL DISTRICT TUCSON, ARIZONA CREATIVITY and INNOVATION Grades K-2 5c + s = dlp 2014, 2015; Updated 2018 Catalina Foothills School District 1 General Description and Suggestions for Use The district s strategic plan, Envision21: Deep Learning, forms the basis for a focus on cross-disciplinary skills/proficiencies necessary for preparing our students well for a 21st century life that is increasingly complex and global. These skills, which are CFSD s deep learning proficiencies (DLPs) are represented as 5c + s = dlp. They are the 5Cs: (1) Citizenship, (2) Critical Thinking and Problem Solving, (3) CREATIVITY and INNOVATION , (4) Communication, (5) Collaboration + S: Systems Thinking.

2 CFSD developed a set of rubrics (K-2, 3-5, 6-8, and 9-12) for each DLP. These rubrics were developed using a backward design process to define and prioritize the desired outcomes for each DLP. They provide a common vocabulary and illustrate a continuum of performance. By design, the rubrics were not written to align to any specific subject area; they are intended to be contextualized within the academic content areas based on the performance area(s) being taught and assessed. In practice, this will mean that not every performance area in each of the rubrics will be necessary in every lesson, unit, or assessment. The CFSD RUBRIC for CREATIVITY and INNOVATION was designed as a cross-disciplinary tool to support educators in teaching and assessing the performance areas associated with this proficiency: Idea Generation Idea Design and Refinement Openness and Courage to Explore Working Creatively with Others Creative Production and INNOVATION Self-Regulation and Reflection This tool is to be used primarily for formative instructional and assessment purposes; it is not intended to generate psychometrically valid, high stakes assessment data typically associated with state and national testing.

3 CFSD provides a variety of tools and templates to support the integration of CREATIVITY and INNOVATION into units, lessons, and assessments. When designing units, teachers are encouraged to create authentic assessment opportunities in which students can demonstrate mastery of content and the deep learning proficiencies at the same time. The approach to teaching the performance areas in each RUBRIC may vary by subject area because the way in which they are applied may differ based on the field of study. Scientists, mathematicians, social scientists, engineers, artists, and musicians (for example), all collaborate, solve problems, and share their findings or work within their professional communities. However, the way in which they approach their work, the tools used for collaboration, and the format for communicating their findings may vary based on the profession.

4 These discipline-specific expressions of the 5Cs + S may require some level of customization based on the subject area. Each RUBRIC can also be used to provide students with an opportunity to self-assess the quality of their work in relation to the performance areas. Student-friendly language or I can statements can be used by students to monitor and self-assess their progress toward established goals for each performance area. CREATIVITY and INNOVATION Grades K-2 5c + s = dlp 2014, 2015; Updated 2018 Catalina Foothills School District 2 The DLP Understandings are written for K-12 because they express lasting, transferable goals for student learning. Understandings are meant to be revisited over time and across contexts; the continuity of working toward the same goals will help students deepen their understanding from Kindergarten to 12th grade.

5 Understandings are primarily planning tools for teachers, although teachers may choose to share them with their students, if appropriate. Communicating an Understanding does not give away the answer, since simply stating an Understanding is not the same as truly grasping its meaning. The Essential Questions are teaching and learning tools that help students unpack the Understandings. They support inquiry and engagement with deep learning and therefore may vary in complexity across grade levels. CREATIVITY and INNOVATION UEQs Understandings Essential Questions Students will understand that.. CREATIVITY is a skill, not an innate ability; creative thinking can be strengthened with deliberate practice.

6 Creative thinkers develop original and viable solutions to challenges. Creative thinkers question accepted boundaries and beliefs. Students will keep considering.. What does it mean to be creative? What do creative thinkers do? In what ways am I creative? What is possible? What do I do when I get stuck? How do I know if my ideas will work? Big Ideas This 2018 version of the DLP, CREATIVITY and INNOVATION , includes a set of Understandings and Essential Questions (UEQs) developed by an interdisciplinary team of K-12 teachers and administrators with guidance from Jay McTighe, author of Understanding by Design. These big ideas will guide teachers toward the thoughtful design of assessments, units, and lessons that will facilitate transfer of deep learning.

7 Because big ideas are the basis of unified and effective understanding, they provide a way to set curriculum and instructional illuminate experience; they are the linchpin of (Wiggins and McTighe, 2011, ). Understandings are the specific insights, inferences, or conclusions about the big idea you want your students to leave with (Wiggins and McTighe, 2011, p. 80). Essential questions make our unit plans more likely to yield focused and thoughtful learning and learners (McTighe, 2017; McTighe & Wiggins, 2013, p. 17). The figure on the right represents the interrelationship among big ideas, understandings, and essential questions. CREATIVITY and INNOVATION Grades K-2 5c + s = dlp 2014, 2015; Updated 2018 Catalina Foothills School District 3 Creative thinkers persevere when they encounter failed attempts, frustration, or criticism; they shift gears when one approach is not working.

8 Creative thinkers consider the needs and interests of an intended audience and the real-world context of their work. How do I put my ideas into action? What are the limits and when can I move past them? How does my audience affect my creative thinking? Self-Regulation and Reflection UEQs Understandings Essential Questions Students will understand that.. Effective learners set goals, regularly monitor their thinking, seek feedback, self-assess, and make needed adjustments. We can always improve our performance through deliberate effort and use of strategies. Effective learners are flexible and persevere when they encounter challenges. Students will keep considering.. How am I doing? How do I know?

9 What are my next steps? What is the most effective way to monitor my progress? How do I prioritize my work? How do I know which feedback will help me improve my work? How can I get useful feedback? How does my mindset affect my performance? How can I keep getting better at CREATIVITY and INNOVATION ? What do I do when I get stuck? The deep learning proficiencies (5c+ s) are highly interconnected. For example, productive collaboration is contingent upon effective communication. Efficient and effective problem solving often requires collaboration skills. Divergent and convergent thinking, traits of CREATIVITY and INNOVATION , are directly related to critical thinking. Our students will need to use a combination of proficiencies to solve problems in new contexts beyond the classroom.

10 Therefore, it is important to be clear about which proficiency and/or performance area(s) are the focus for student learning, and then to assist students in understanding the connections between them and how they are mutually supportive. What does Score Score mean in the rubrics? The rubrics are intended to support student progress toward mastering the deep learning proficiencies (DLPs). Four levels of performance are articulated in each RUBRIC : Score (Novice), Score (Basic), Score (Proficient), and Score (Advanced). The descriptions follow a growth model to support students in developing their skills in each performance area. Scores (Novice) and (Basic) describe positive steps that students might take toward achieving Score (Proficient) or Score (Advanced) performance.